scholarly journals A conceptual framework for homeostasis: development and validation

2016 ◽  
Vol 40 (2) ◽  
pp. 213-222 ◽  
Author(s):  
Jenny McFarland ◽  
Mary Pat Wenderoth ◽  
Joel Michael ◽  
William Cliff ◽  
Ann Wright ◽  
...  
Keyword(s):  
Conceptual Framework ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Concept Inventory ◽  
Core Concept ◽  
Online Surveys ◽  
Undergraduate Level ◽  
Undergraduate Institutions ◽  
Critical Components ◽  
Development And Validation

We have developed and validated a conceptual framework for understanding and teaching organismal homeostasis at the undergraduate level. The resulting homeostasis conceptual framework details critical components and constituent ideas underlying the concept of homeostasis. It has been validated by a broad range of physiology faculty members from community colleges, primarily undergraduate institutions, research universities, and medical schools. In online surveys, faculty members confirmed the relevance of each item in the framework for undergraduate physiology and rated the importance and difficulty of each. The homeostasis conceptual framework was constructed as a guide for teaching and learning of this critical core concept in physiology, and it also paves the way for the development of a concept inventory for homeostasis.

scholarly journals Validating The Core Concept Of “Mass Balance”

2021 ◽  
Vol 45 (2) ◽  
pp. 276-280
Author(s):  
Joel Michael ◽  
Harold Modell
Keyword(s):  
Conceptual Framework ◽  
Mass Balance ◽  
Balance Equation ◽  
Teaching And Learning ◽  
Mass Balance Equation ◽  
Core Concept ◽  
Conceptual Frameworks ◽  
The Core ◽  
Making Sense ◽  
Fundamental Mass

We have created a conceptual framework for the core concept of “mass balance.” Unlike the previous conceptual frameworks that we have created and validated, the framework for “mass balance” is simply a description in words of the fundamental mass balance equation and the implications of the equation. We surveyed physiology faculty and asked them to rate the importance of “mass balance” as defined by the conceptual framework and also to rate the importance for their students of being able to apply the core concept to liquids, gases, solutes, and solids. Respondents indicated that “mass balance” is important and that our conceptual framework provides a useful tool for teaching and learning. We discuss several examples of how “mass balance” can be used in making sense about a variety of physiological phenomena.

A CUSTOMISED FRAMEWORK FOR EFFECTIVE PODCAST INTEGRATION IN A SOUTH AFRICAN HIGHER EDUCATION ENVIRONMENT

2016 ◽  
Vol 38 (1) ◽  
pp. 14-32
Author(s):  
Shane Pachagadu ◽  
Liezel Nel
Keyword(s):  
Higher Education ◽  
Conceptual Framework ◽  
South African ◽  
Teaching And Learning ◽  
Teaching And Learning Environment ◽  
Education Environment ◽  
University Of Technology ◽  
African Higher Education ◽  
South African Higher Education ◽  
Effective Integration

Numerous studies have explored the potential of podcast integration in teaching and learning environments. This paper first presents and organises perspectives from literature in a conceptual framework for the effective integration of podcasting in higher education. An empirical study is then discussed in which the guidelines presented in the framework were evaluated for applicability in a selected course at a South African University of Technology. Since the results of the study revealed a number of aspects not accounted for in the conceptual framework, the framework was customised to make it more applicable for the particular higher education environment. The customised framework identifies four principles and a series of related guidelines for the effective integration of podcasts in a South African higher education teaching and learning environment. This framework can become a valuable resource for effective podcast integration in similar environments.

Identifying The Competencies Possessed By The Engineering College Faculty In India

2019 ◽  
Vol 118 (4) ◽  
pp. 68-71
Author(s):  
Mohanakumari. D ◽  
R. Magesh
Keyword(s):  
Domain Knowledge ◽  
Teaching And Learning ◽  
Vital Role ◽  
Faculty Members ◽  
Approaches To Teaching ◽  
Global Workforce ◽  
Content Domain ◽  
Technology Changes ◽  
Education In India ◽  
Pre Service Teacher

The main intention of the Paper is identifying the competencies possessed by the faculty in engineering college and adequate skills of all the disciplines required and that plays a vital role in educational institutions.In this era, engineering education in India faces major challenges as it requires meeting the demands of technical profession and emerging job market. Researchers have created some universally desired, yet challenging skills for global workforce. Nowadays, technology changes rapidly, so we have to update our self-according to the changing world, i.e., infrastructure, content/domain knowledge, educators/HR trainers. Thus, our technical faculty members should necessary to learn the innovative approaches to teaching and learning, which in turn will require effective professional development for both new and experienced instructors alike. It is right time now to redesign our curriculam, pedagogy and make the pre-service teacher preparation programme mandatory part of technical higher education.

Analyse The Impact Of Moocs To Improve The Performance Of Faculty Members In Delhi Ncr

2019 ◽  
Vol 118 (9) ◽  
pp. 304-312
Author(s):  
Dr.Deepa Gupta ◽  
Dr.Mukul Gupta
Keyword(s):  
Teaching And Learning ◽  
Research Paper ◽  
Faculty Members ◽  
Traditional Teaching ◽  
Learning Method ◽  
Massive Online Open Courses ◽  
Open Courses ◽  
The Impact

In this research paper, the researcher has attempted to analyse the impact of MOOCs to improve the performance of faculty members concerning Delhi NCR. Massive Online Open Courses (MOOCs) are evolving rapidly, and many kinds of research have been conducted to explore the structure, effectiveness and issues arise in MOOCs. The free accessibility of MOOCs has believed in soon replace the traditional teaching and learning method.

scholarly journals Attitudes of nursing faculty members toward technology and e-learning in Lebanon

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Rona Nsouli ◽  
Dimitrios Vlachopoulos
Keyword(s):  
Nursing Education ◽  
Nursing Faculty ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Teaching Staff ◽  
Research Approach ◽  
Daily Work ◽  
Nursing Curricula ◽  
Positive Attitudes ◽  
Nursing Faculty Members

Abstract Background Our transition to an “information society” means that Information and Communication Technology (ICT) has become integral to our lives. ICT has also become an essential aspect of medical institutions and healthcare settings. Healthcare professionals, especially nurses are required to use ICT in their daily work. In Lebanon, however, due to political factors, many universities have not introduced technology or any form of ICT in their curricula. Institutions of higher education do use technology in various ways, however, successful incorporation of ICT in education requires acceptance by instructors who are expected to use ICT in teaching practices. Although international findings reveal that ICT should be used in nursing education, some faculty members experience difficulty integrating it. Method A mixed methodological research approach was used to investigate the attitudes of nursing teaching staff toward the use of ICT in nursing education. Results Our findings revealed three categories of faculty with differing attitudes to the use of ICT in teaching and learning: pioneers, faculty members who have developed positive attitudes toward ICT usage; followers, faculty members with neutral attitudes; and resisters, faculty members with negative attitudes. Conclusions Identification of the nursing faculty members’ attitude toward ICT and the challenges faced by them contributes to the integration of ICT into nursing curricula and further development of educational practices.

Producing a Radio Show About Psychological Science

2011 ◽  
Vol 39 (1) ◽  
pp. 42-44 ◽  
Author(s):  
Emily Stark ◽  
Daniel Sachau ◽  
Dawn N. Albertson
Keyword(s):  
Faculty Development ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Learning Resource ◽  
The Public ◽  
Psychological Science

The authors describe the development of a campus-based radio show about psychological science. The authors’ goals in creating the show were to inform the public about the science of psychology and to create a teaching and learning resource for faculty members and students. The show, Psychological Frontiers, airs twice a week and consists of 2-minute summaries of research and theory. Issues related to show format, medium, and script writing are discussed. The authors also present ways in which they have used this show as an activity in their courses as well as for faculty development.

scholarly journals Digital Images in Teaching and Learning at York University: Are the Libraries Meeting the Needs of Faculty Members in Fine Arts?

2012 ◽  
Vol 7 (2) ◽  
pp. 20 ◽  
Author(s):  
Mary Kandiuk ◽  
Aaron Lupton
Keyword(s):  
North America ◽  
Teaching And Learning ◽  
Electronic Mail ◽  
Digital Images ◽  
Fine Arts ◽  
Image Databases ◽  
Faculty Members ◽  
Full Time ◽  
Training And Support

Objective – This study assessed the needs for digital image delivery to faculty members in Fine Arts at York University in order to ensure that future decisions regarding the provision of digital images offered through commercial vendors and licensed by the Libraries meet the needs of teaching faculty. Methods – The study was comprised of four parts. A Web survey was distributed to 62 full-time faculty members in the Faculty of Fine Arts in February of 2011. A total of 25 responses were received. Follow-up interviews were conducted with nine faculty members. Usage statistics were examined for licensed library image databases. A request was posted on the electronic mail lists of the Art Libraries Society of North America (ARLIS-L) and the Art Libraries Society of North America Canada Chapter (CARLIS-L) in April 2011 requesting feedback regarding the use of licensed image databases. There were 25 responses received. Results – Licensed image databases receive low use and pose pedagogical and technological challenges for the majority of the faculty members in Fine Arts that we surveyed. Relevant content is the overriding priority, followed by expediency and convenience, which take precedence over copyright and cleared permissions, resulting in a heavy reliance on Google Images Search. Conclusions – The needs of faculty members in Fine Arts who use digital images in their teaching at York University are not being met. The greatest shortcomings of licensed image databases provided by the Libraries are the content and technical challenges, which impede the ability of faculty to fully exploit them. Issues that need to be resolved include the lack of contemporary and Canadian content, training and support, and organizational responsibility for the provision of digital images and support for the use of digital images.

scholarly journals Investigating the Effect of Teaching Aesthetic Skills to Faculty Members on Development of Their Effective Teaching Performance1

2017 ◽  
Vol 19 (2) ◽  
pp. 90-106 ◽  
Author(s):  
Hassan Eslamian ◽  
Seyed Ebrahim Mirshah Jafari ◽  
Mohammad Reza Neyestani
Keyword(s):  
Effective Teaching ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Faculty Members ◽  
Control Group ◽  
Teaching Performance ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Mean ◽  
Experimental Group

AbstractThis quasi-experimental study investigated the effect of teaching aesthetic skills to faculty members on development of their effective teaching performance through a two-group pretest-posttest design. The sample included 32 faculty members at a major Iranian university who were divided into the experimental (11 participants) and control groups (21 participants). The experimental group was taught to use aesthetic skills in the teaching and learning processes; however, no intervention was applied to the control group. To evaluate the effective teaching performance of the faculty members, a tailor-made questionnaire was used in two pretest and posttest stages, where randomly chosen students were asked to express their opinions about the faculty membersí performance. The sample size of the students was 1096 in the pretest stage and 935 in the posttest stage. Paired t-test results showed that there was no significant difference between the mean effective teaching scores of the faculty members in the control group in the pretest stage and in the posttest stage. However, the mean effective teaching scores of the faculty members in the experimental group were found to be significantly higher in the posttest. In addition, although there was no significant difference between the mean effective teaching scores of the two faculty groups in the pretest, faculty members in the experimental group outperformed their counterparts in the control group. Based on the findings, applying aesthetic skills by faculty members in the teaching and learning processes can pave the way for sustainable development of their effective teaching performance. Therefore, faculty members are recommended to acquire the required knowledge and skills to better use aesthetic skills in the teaching process.

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